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PSY 3500 > 2-9 > Flashcards

2-9 Flashcards

1
Q

What are the characteristics and limitations of survey research?

A

characteristics:

limitations: purely correlational, no causal inferences can be drawn

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2
Q

How to design a questionnaire:

A

1) cearly define your topic
2) collect demographic informatoin
3) Questionnaie must also have items mearsuring target behavoir

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3
Q

open-ended: pros/cons

A

respondents are asked to anser a question in their own words

pros:

cons:

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4
Q

respondents are asked to anser a question in their own words

A

open-ended

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5
Q

restricted: pros/cons

A

respondents are given a list of alternatives and check te desired alternative

pros:

cons:

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6
Q

respondents are given a list of alternatives and check te desired alternative

A

restricted

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7
Q

partially open-ended

A

an “other” alternative is added to a restricted item, allowing the respondent to write in an alternative

pros:

cons:

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8
Q

an “other” alternative is added to a restricted item, allowing the respondent to write in an alternative

A

partially open-ended

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9
Q

likert scale

A

a 5-point scale used to assess attitudes

pros:

cons:

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10
Q

a 5-point scale used to assess attitudes

A

likert scale

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11
Q

rating scale

A

respondents circle a number on a scale that best reflects their opinion

pros:

cons:

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12
Q

respondents circle a number on a scale that best reflects their opinion

A

rating scale

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13
Q

How do we handle the gathering of sensitive questions through survey research?

A

Place sensitive or objectionable items after less sensitive/objectionable items

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14
Q

How can you administer your questionnaire?

A

internet survey and interviews (face-to-face)

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15
Q

internet survey: pros/cons

A

Survey distributed via e-mail or on a Web site

pro:

con:

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16
Q

Survey distributed via e-mail or on a Web site

A

internet survey

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17
Q

interviews (face-to-face): pros/cons

A

Participants are asked questions in a face-to-face structured or
unstructured format

pros:

cons:

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18
Q

Participants are asked questions in a face-to-face structured or
unstructured format

A

interviews (face-to-face)

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19
Q

What are the three types of reliability?

A

test-retest
parallel forms
split-half

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20
Q

test-retest reliability

A

Requires multiple administrations of a test

21
Q

Requires multiple administrations of a test

A

test-retest reliability

22
Q

parallel form

A

An alternate form of the test is administered the second time

23
Q

An alternate form of the test is administered the second time

A

parallel form

24
Q

split-half

A

Items from one half of a test are correlated with items from the second
half of a test

25
Q

Items from one half of a test are correlated with items from the second
half of a test

A

split-half

26
Q

How to increase reliability?

A

• Increase the number of items on your questionnaire

• Standardize the conditions under which the test is administered (e.g., timing
procedures, lighting, ventilation, instructions)

  • Make sure you score your questionnaire carefully, eliminating scoring errors
  • Make sure items on your questionnaire are clearly written and appropriate for those who will complete your questionnaire
27
Q

What are the three types of validity of questionnaires?

A

content
construct
criterion-related

28
Q

content validity

A

how adequately the content of a test samples the knowledge, skills, or behaviors that the test is intended to measure.

29
Q

how adequately the content of a test samples the knowledge, skills, or behaviors that the test is intended to measure.

A

content validity

30
Q

construct validity

A

a test is designed to measure a “construct,” which is a variable, not directly observable, that has been developed to explain behavior on the basis of some theory.

31
Q

a test is designed to measure a variable, not directly observable, that has been developed to explain behavior on the basis of some theory.

A

construct validity

32
Q

criterion-related validity

A

reflects how adequately a test score can be used to infer an individual’s value on some “criterion” measure.

33
Q

reflects how adequately a test score can be used to infer an individual’s value on some specific measure.

A

criterion-related validity

34
Q

What are the five types of sampling?

A 
simple random sampling
stratified sampling
proportionate sampling
systematic sampling
cluster sampling
35
Q

simple random sampling

A

randomly select a sample from the population

36
Q

Randomly select a sample from the population

A

simple random sampling

37
Q

stratified sampling

A

A sampling technique designed to ensure a representative sample that involves dividing the population into segments (strata) and randomly sampling from each stratum.

38
Q

A sampling technique designed to ensure a representative sample that involves dividing the population into segments (strata) and randomly sampling from each stratum.

A

stratified sampling

39
Q

proportionate sampling

A

A variation of stratified sampling in which the proportion of subjects sampled from each stratum is matched to the proportion of subjects in each stratum in the population.

40
Q

A variation of stratified sampling in which the proportion of subjects sampled from each stratum is matched to the proportion of subjects in each stratum in the population.

A

proportionate sampling

41
Q

systematic sampling

A

A sampling technique in which every kth element is sampled after a randomly determined start.

42
Q

A sampling technique in which every kth element is sampled after a randomly determined start.

A

systematic sampling

43
Q

cluster sampling

A

A sampling technique in which naturally occurring groups (such as students in an elementary school class) are randomly selected for inclusion in a sample.

44
Q

A sampling technique in which naturally occurring groups (such as students in an elementary school class) are randomly selected for inclusion in a sample.

A

cluster sampling

45
Q

random sampling

A

A sample drawn from the population such that every member of the population has an equal opportunity to be included in the sample.

46
Q

A sample drawn from the population such that every member of the population has an equal opportunity to be included in the sample.

A

random sampling

47
Q

nonrandom sampling

A

A specialized sample of subjects used in a study who are not randomly chosen from a population.

48
Q

A specialized sample of subjects used in a study who are not randomly chosen from a population.

A

nonrandom sampling

PSY 3500 (15 decks)

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